Increasing Students’ Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses.

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Increasing Students’ Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses by Christopher P. Johnson BA, Instituto Chileno-Britanico de Cultura, 2003 MDiv, University of Notre Dame, 1991 BA, University of Portland, 1985 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education and Adult Learning Walden University October 2013 Abstract Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance,Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills. Increasing Students’ Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses by Christopher P. Johnson BA, Instituto Chileno-Britanico de Cultura, 2003 MDiv, University of Notre Dame, 1991 BA, University of Portland, 1985 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education and Adult Learning Walden University October 2013 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 1346 UMI 3601549 Published by ProQuest LLC (2013). Copyright in the Dissertation held by the Author. UMI Number: 3601549 Dedication I dedicate this doctoral study to my family (nuclear and extended) for their encouragement and support throughout the long years leading to its completion. Most importantly, I dedicate the conferral of the doctoral degree to my wife, Ana Maria Miguieles Avalos, without whose patience, sympathetic understanding, and forbearance I would not have been able to complete this milestone in my personal and professional life. I celebrate and gladly share in the achievement of this accomplishment with her. I am all yours, now that this part of our journey together is concluded. I also dedicate this EdD project study to my son, Bryan Dennis, who has taught me that learning is a process (sometimes a very long and difficult one) but that every day can have its triumphs and that even very small steps mean progress. Thank you, my boy. I would be remiss if I did not also dedicate this work to God, without whose divine grace and swift answer to fervent prayers for inspiration I could not have even begun. All glory and honor is yours. Ave Crux, Spes Unica. Acknowledgments With deep gratitude, I recognize the indispensable support, encouragement, and guidance of so many people who have accompanied me along the way as mentors, colleagues, and friends. Again, I acknowledge the crucial role my family (and especially my wife) has played in galvanizing me throughout this journey. Impossible otherwise. To my doctoral committee chair, Dr. James P. Keen, I give heartfelt thanks for helping me during the writing of the project study. Your wisdom and insight into broader and deeper roads of inquiry have been foundational throughout the process of this scholarly effort and to the final formulation of this work. I wish to recognize my second committee member, Dr. Sushil Jindal and my university research reviewer, Dr. David S. Bail for their thoughtful critique and suggestions for further improvement on the final drafts of the study. I am proud to be counted among your company. I am indebted to my colleagues and superiors in the Laureate Network Products and Services division for their friendship and encouragement to pursue this opportunity for professional development. I especially recognize the role of Dr. German Ramirez, Mr. Gordon Lewis, and Ms. Joseline Castanos for their steadfast support over the years. I hope this study will serve as a relevant contribution to our ongoing collaboration towards improving the academic services we aspire to provide to our students around the world. To colleagues and friends at the university where this study took place and throughout the Laureate English Program network, I offer genuine appreciation. Un abrazo a todos. i Table of